Reflections on the teaching of the text "I should be proud" 1 Reading this popular science fairy tale, I like Little Red Horse's outspoken words, and I prefer Little Camel's mother to help her children solve problems by refuting facts. Therefore, this lesson not only tells us something about camels, but also tells us how to treat what others say in front of you. From the perspective of family education, this article also contains scientific methods of family education, that is to say, this article can guide students to take it back to their parents and make them realize how to educate their children to face the problems raised by others. This class is also conducive to children's mental health education.
I read this article and changed me from what I said above. So how do you use it to change children?
In the text, Little Red Horse only said one sentence, and the little camel finally understood the truth and didn't let Little Red Horse tell him that he was not ugly. It can be seen from this that the editor did not put the little red horse in an annoying state. So, when I read this article, I think Little Red Horse is very real, as real as many people in life. If the camel doesn't look in the mirror, maybe the little red horse won't say it, which means that the little red horse's words are actually a denial of the camel's self-appreciation. Don't we adults often use the word "smelly beauty" when educating our children? Little Red Horse's outspoken statement is actually to let the little camel know more about himself. Life can't be short of people like Little Red Horse, because such people can make many people awake and know themselves better.
The little camel's mother is an adult, so in the face of the child's confusion, she didn't go directly to argue with Little Red Horse, nor did she complain about Little Red Horse in front of the child. Instead, let children know themselves, their personalities, their strengths and themselves with facts. This is an education for children to grow up, a very humanized education and a very scientific education. Therefore, parents of children can learn the scientific aspects of educating their children from this article. This is another gain from this article. Of course, this method used in this paper is also something that every student should have. In class, the teacher will ask some questions and even ask your shortcomings. In the family, parents often ask related questions. Among classmates and in society, such problems will certainly appear frequently. How to solve these problems, prove your point of view with facts, that is the best. Learning this text, children must have this kind of harvest. For third-grade students, it is not difficult to harvest this, and children don't need to do many difficult things.
The third natural paragraph of the text is a key paragraph, which needs children to read more and think more, or even recite it, because it is popular science material, so that children can understand camels. In fact, this is also a reading starting point of this class, which means that any animal has its own living habits and its own body shape has its own special reasons for survival. Children prefer small animals, in fact, it is to guide students to explore and make their likes more rational. Therefore, to learn this lesson, students should be guided to use various tools to know the animals they meet and understand them. This learning method is also the most important accomplishment for children.
Reflections on the teaching of the second part of the text "I should be proud" Today it's my turn to have a teaching and research class. According to the curriculum, I chose "I should be proud". This text turned into a science class by accident. If you want to taste China, you must spend some time. Unfortunately, you are too superficial, so you take Xue Fagen's class. It seems simple to learn from famous teachers, but in fact it is very difficult. I can only imitate the superficial design framework, so-called similarity but difference.
After class, the master said, I always repeat the students' answers, as if I were dragging my feet. And I know it's not good. Sometimes I am instructing students to speak completely, and more often I speak in my mouth, and my brain is turning very fast. How to evaluate students' answers like this? Repeating the students' words is stalling for time. The master said this needs to be practiced at ordinary times. Usually in class, you should practice how to respond and evaluate students' answers, read more and recite some good classroom evaluation words, and then you will get it.
This class is dull in front, but it is said in the sentence of "I am proud of it" at the back, and the students' reaction has reached a climax. I am proud of our motherland's four great inventions in ancient times. I am proud that Yang Liwei traveled in space in a spaceship made in China. I'm proud of the Great Wall in our country ... The students are getting wider and wider from themselves to their families, to their schools and to their country, which I didn't expect. A student's speech will stimulate other students' thinking, and the width and depth of thinking will continue to extend outward.
At that time, some students didn't raise their hands, and they were in a daze when they came across such a brain-wasting topic. While I asked other students to answer, I quietly reminded them that you should have a few more people to answer. As a result, several students answered quite well. I don't think they won't. Maybe they didn't think of it at the moment. Another possibility is laziness. Anyway, the teacher won't call me, and I don't want to ... give the students some time and give them a limit, and maybe there will be more wonderful answers.
Reflections on the teaching of the third part of the text "I should be proud" I participated in the evaluation class for young Chinese teachers held by our school today.
I took the lesson "I should be proud". I designed a teaching link to guide students to ask questions in class-to solve doubts. When I was designing, I felt that students should be able to ask their inner questions quickly by comparing 1 and 5: What are the functions of camel's feet, eyelashes and hump in the desert?
But there is still a gap between design and generation. The students raised several worthless questions. Later, through my guidance, the students finally achieved the results of my design, but I still have to reflect. Why is such a simple question for me so difficult for students? I don't know if it's because the students are also trying to figure out the teacher's mind. In fact, he is also very anxious and wants to know what questions your teacher wants me to ask. On the contrary, it makes students lose the opportunity to really think. He doesn't think according to the content of the text, but guesses without foundation.
Or, on the other hand, in the usual classroom teaching process, there are still many problems in self-guidance, which make students unable to think valuable. For middle school students, it is also an important part of teachers' daily teaching process to learn to be good at thinking, discovering and raising valuable questions in class, and teachers must strengthen training in this respect.
Secondly, I still think my evaluation language for students is too poor. According to the individual differences of different students, make an encouraging and correct evaluation of students.
Reflections on the teaching of the text "I should be proud" 4 In April this year, a rural primary school where I am located held a teaching basic skills competition. I am full of ambition. Before the competition, I thoroughly studied the textbooks and prepared lessons carefully, just to show my skills in the competition. With the approaching of the competition, I made full preparations in the class I want to attend, and asked my classmates to read the text "I should be proud" repeatedly. On the day of the competition, as I expected, the students spoke enthusiastically and the classroom atmosphere was relaxed and active. At the end of the class, I asked the students to say "I am proud, I am a camel, because ……", and let the students combine the text and extracurricular activities to exchange the uses of camels in various aspects.
Later, I moved this training point and asked the students to say, "I am proud because I …". The students immediately raised their hands and replied, "I am very proud because I have a pair of hardworking hands." As soon as I heard it, I thought, "This class is full of flowers and plants and students with various specialties. Why not inspire their self-confidence? " First, let me see the monitor He Zhicheng raise his hand. He won the first prize in last year's Spring Festival calligraphy and painting contest. Just tell him to get up and answer! He also wants to stand up after a long drought and say, "I am proud because I can make Mr. Liu happy in this class." This shocked me that students care so much about the teacher's feelings in class; This also makes me feel heartache. In order to cooperate with the teacher, they buried themselves in class.
Thinking: Thousands of years of teacher's dignity made our teacher lose himself as soon as he stood on the platform. I often hear children say, "Why are teachers so happy together? Why don't they laugh when they see us? " Indeed, whether consciously or unconsciously, what we show our students on the podium is dignified, generous and elegant. It seems that what we give our children is not our real life, but a sense of fear in their hearts, forming an invisible heart wall between teachers and students. Reflecting on this excellent class, I always want to impose my own answers on students. I tried my best to promise the students who performed well to get the exquisite headdress I made, which set off the classroom atmosphere and showed some activity in the classroom, but that was only for students to express their desires in the open class.
Students perform according to the process planned by the teacher, which stimulates the students' superficial excitement, but students get the knowledge of textbooks and the ideological education contained in the texts, and enjoy the "pleasure of dancing with shackles". Because they rely on their own experience, they usually let students choose the learning content in class. Under the guidance of the teacher, they choose to choose or choose the content set by the teacher. Teachers ask students to "ask questions and ask difficult questions", but they always praise those students or teachers who suit their own minds and put their questions aside for students to think about. Obviously, questioning has become a mere formality. The teacher is the initiator of the problem, and the real master of learning-students is only passive.
Students know the teacher's heart, so they are always trying to figure out the teacher's mind and do what they like: what problems and what does the teacher want? What kind of answer does the teacher want? The child's heart is pure. In order to cater to their teachers, they subtly put shackles on their personality development and constrain their thinking, so they will not feel out of line.
Strategy: Einstein put it well: "A society composed of disciplined and unified individuals without individual originality and individual will will will be an unfortunate society without the possibility of development." The goal of the school should be to cultivate people who act and think independently. "We should take measures to untie the shackles of the harmonious development of children's personality and tear down the invisible heart wall between teachers and students, otherwise the children's personality will be hidden in the regular and step-by-step classroom.
Especially when students make "discordant notes", don't reject, criticize and question at will, let alone be cynical. We should not only cherish the sparks of students' creative thinking, but also allow students to make reasonable mistakes, give students a relaxed thinking space, and let the sparks of students' thinking enliven the classroom atmosphere, thus further activating students' thinking and developing their personality.
Classroom is a part of the life activities of teachers and students. We take students to work, not to work. Only by returning the initiative of life personality development to students can we untie the shackles and glow the charm of personality. When students shake off the ropes on the wings of thinking, give full play to their subjective initiative and fly freely, mobilize their own life accumulation to understand the polysemous descriptions in their works, and get full aesthetic enjoyment from them.
Reflection on the teaching of the text "I should be proud" The fifth text is a fairy tale of the third grade of primary school Chinese, which tells that the little camel feels quite wronged after listening to the ugly words of Little Red Horse.
Later, when I traveled to the desert with my mother, I understood the role of hump, sole and eye hair, and told people that judging the beauty and ugliness of a thing should not only look at its appearance, but also look at it dialectically. The text level is clear, and the language is concise and interesting. Applying animal knowledge to vivid fairy tales is conducive to stimulating students' interest in reading, stimulating students' enthusiasm and cultivating students' correct aesthetics. In teaching, I mainly designed the following links:
1, cultivate students' autonomous learning ability.
To achieve the unity of humanity and instrumentality in Chinese teaching, the first thing to be solved in this class is to understand the functions of various parts of camel's body. I ask students to think about the functions of each part and why they have these functions while reading silently. Let the students get answers in active and independent reading practice, and understand that camel's feet, eye hair and hump are of great use in the desert, and at the same time understand that judging the beauty and ugliness of things depends not only on appearance, but also on purpose.
2. Leave some blanks and use your imagination.
At the end of the teaching, I inspired students to imagine and continue to write a story: after the desert trip, the little red horse and the little camel meet again, what they will say, do and perform on the stage. Let students get rid of the "quiet" atmosphere and fully imagine. Let students internalize knowledge in imagination and speech, deepen the theme, and make students tend to be perfect in emotion, attitude and values.
3. Use teaching materials creatively to deepen feelings.
The teaching emphasis of this paper: the special use of camel's hump, sole and eye hair in desert. But if we focus on the theme immediately, the students must not deeply understand the unique role of camels in the desert. So I let students read the language of the text, and then with the help of courseware, let students feel the harsh environment of the desert, have a complete understanding of the harsh desert, and pave the way for later study. Then I said that the little camel and the camel mother traveled happily in the desert with such a bad environment, and instead studied the last natural paragraph, which made students question the last natural paragraph, guided students to find problems, and stimulated students' enthusiasm for learning and exploring the answers to questions, and achieved good teaching results. Deepen the experience by repeatedly reading "I should be proud".
Reflections on the teaching of the text "I should be proud" 6 "I should be proud" is a text in the sixth volume of the primary school Chinese textbook published by Jiangsu Education Publishing House. This is a very interesting fairy tale: the camel's appearance is ridiculed by Little Red Horse, but it finally realizes that it is not ugly and should be proud through its experience of traveling in the desert. The story reveals a truth: things must look at the essence through phenomena and look at problems dialectically. The teaching of fairy tales is the most taboo. In the teaching process, I pay attention to the relationship between basic literacy and innovation ability. With the help of the language materials provided by the text, we can create effective emotional communication situations by designing clever import methods, guide students to enrich and enrich the text content, expand the text space, and deepen and sublimate the theme of the text.
When importing, I take myself in the eyes of children as an example, and ask my classmates to talk about my appearance characteristics. Some students talk about advantages, while others talk about disadvantages. When pointing out the defects, I will use humorous words to tell its usefulness, and use "what is a defect in the eyes of others may be an advantage worthy of your pride!" " This sentence naturally reveals the theme and lays the foundation for the study of the text. This humanized introduction aroused their bursts of laughter and stimulated their interest in learning. With "living" examples, it is easier for students to feel the sense of reality and intimacy, and adjust the atmosphere and rhythm of classroom teaching.
The first and second paragraphs of this article are relatively few, and "Little Camel feels quite wronged" is also a jingle, which makes it difficult for students to understand the text and read it emotionally. It is said that "emotion" is the lifeblood of "literature", and the generation of children's emotions is closely related to their understanding. Only by skillfully holding the emotional bond and guiding students to feel and experience, the ripples of students' emotions will inevitably be ashamed. Therefore, teaching these two paragraphs can't stop at teaching "wanderers", but more importantly, teaching "wanderers". I guide the students to observe the illustrations and let them imagine their psychological activities according to the movements and demeanor of the little red horse and camel, and imagine themselves as small animals in the text. Tell the truth, children, and talk about their feelings. They observe carefully, feel concrete, express true and delicate feelings, and completely enter the role of the text. Guiding students to read books without words, making students "see nothing from what they have" and "see what they have from what they have", gradually learning to read books thoroughly and live, and understanding their own personality can achieve the teaching effect of getting twice the result with half the effort and simplifying the complex.
Through the discussion, the children deeply realized the sincere, selfless and artistic "love" of the camel mother. It is no exaggeration to say that children are "emotional princes". I often feel that a primary school Chinese teacher can constantly get the purest affection and love in the world. How happy this is! Children's emotions will form a driving force, and smart Chinese teachers should use emotions to become their active input and participation in the teaching process; A responsible Chinese teacher should cultivate and develop children's emotions. Students' feelings deepened and their emotions were stimulated. They will "involuntarily" want to say and express their emotions, which is not only the psychological needs of children, but also the needs of teaching.
There is no secret to the success of a class, but there are rules to follow, that is, to achieve "the collision of ideas, the blending of emotions, and the acceptance of the soul." In this class, I let students get close to the text and collide with it; Get close to the characters in the text and communicate with them, so that students can have a "zero distance" spiritual dialogue with the text and characters. Listening attentively to the heart, achieving empathy and sound emotions, has formed a unique reading experience, and students' personality and learning wisdom have also been fully demonstrated.
Reflection on the Teaching of "I Should Be Proud" Article 7 A lesson lasts for 40 minutes, and the blink of an eye passes. But it made me think a lot. I kept asking myself, "What am I proud of?"
Looking back on the classroom, I am proud of the children's unique thinking and personalized expression. For example, when imagining the scene of blowing sand in the desert, some students said, "Sand flies and stones walk in the desert." Some said, "The wind and sand blew people hard to open their eyes." When leading students to talk about what you are proud of, the students are stunned first, and then the dialogue begins, "I am proud that I have read four great classical novels." "I am proud that I have a happy family." "I am proud to have a good teacher like you." Many children raised their hands to speak.
I am proud of the children's boldness and seriousness. Naughty, they managed to finish the class quietly, so that even a small mistake on the slide could not escape their eyes. I feel embarrassed and thankful at the same time. Embarrassed, I have to "correct my mistakes". Fortunately, children know how to learn knowledge and are not careless.
Looking back at the class, when I led the children through a desert trip with the little camel and the camel mother, I felt far away from the camel mother.
First, I ask my children to study hard and feel hard, but they don't pay attention to the lectures and listen carefully in class, resulting in many childish and ridiculous problems. When instructing to summarize the use of hump, sole and eyelash, the students in front found out all the sentences in the text. I instructed my students to summarize in their own words, which is supposed to be correct, but my guidance is problematic, so that it sounds cumbersome. When guiding "I am-",the example I gave was "I am proud to have a smart student like you." So that "I am proud of having a mother who loves me." I should guide students to explore their own advantages without deviating from the value orientation of the text.
Second, regardless of weight. Need to feel the words describing the desert, but it takes too much time, so that the later teaching (the use of various parts of camel body) is extremely hasty. "Meeting for the second time" was originally a focus of this class. I wanted to use this as a platform to guide students to integrate the text content and camel knowledge obtained after class into the story, and feel the connotation of "pride" again, so as to correctly understand themselves and others. As a result, I had to give up what I wanted.
Reflections on the teaching of the text "I should be proud" Part VIII "I should be proud" is a fairy tale. The story tells the story of the little camel who felt wronged because the little red horse laughed at it for being ugly, and then traveled to the desert with her mother. Through her personal experience of traveling in the desert, she finally realized that the hump, sole and eye hair that she thought were ugly were actually necessary conditions for survival in the desert, and she changed from inferiority to pride. Let the students understand: to judge the beauty and ugliness of things, we should not only look at the appearance, but also look at the essence and see if it is useful.
In teaching, we should buckle the language of the text, start with the topic, start with "pride", find synonyms and antonyms of pride, and then ask questions: Why does the camel feel wronged, and then why does it feel proud? Students read the text to find the answer. The reasons for injustice are well known. By reading the dialogue between Little Camel and Little Red Horse, the students read the words of Little Red Horse vividly. The two students read aloud with their own imaginary movements, which attracted warm applause from the students.
When teaching young camels to be proud, it is mainly to grasp the words describing the harsh environment in the desert and the two sentences of camel mother, so that students can read aloud, have a strong feeling and have a preliminary understanding of the definition of beauty. In order to let students know the harsh environment of the big desert, I use multimedia pictures to let students have an intuitive understanding of the desert and understand what the desert is like and how harsh the environment is. Let the students understand that camel's feet, eye hair and hump have their own uses. Then let the students understand: to judge the beauty and ugliness of things, we should not only look at the appearance, but also look at the essence and see if it is useful.
Finally, let the students practice their spoken English and talk about things they are proud of. Why are you proud? So that students' aesthetics can reach a higher level and establish a correct aesthetics.
In this class, there are many places that need to be improved. In the whole class, although I paid attention to the understanding of the content of the text, some places were not handled properly enough to stimulate students' emotions, so that students could be influenced by beauty while being educated.